公共交通機関：Should cities spend more money improving public transportation even if this requires reducing spending in other areas? 緑地：Should rapidly growing cities protect parks and green spaces even when land is needed for housing? 自動車のない中心街：Should city centers restrict private cars to reduce congestion and pollution? 再利用できる製品：Are government restrictions on single-use products an effective way to change environmental behavior? 地元の食材：Should public institutions such as schools prioritize locally produced food when possible?

週4日勤務：Should more organizations adopt a four-day workweek if employees can complete the same amount of work? キャリアの専門化：Is it better for young professionals to specialize deeply in one skill or develop a broad range of skills? 従業員研修：Should employers be mainly responsible for helping workers learn new skills as technology changes? オフィスのレイアウト：Do open-plan workplaces encourage collaboration, or do they make concentrated work more difficult? 社会奉仕活動：Should universities require students to complete community service before graduation?

TOEFLライティング課題50選（2026年版）：EmailとAcademic Discussionの練習

Q: 学校・大学での場面

実験の授業を欠席：Email your science instructor. Explain why you missed the lab, ask how you can complete the required work, and propose a practical time to make it up. わかりにくい課題の指示：Email your professor. Identify the part of the assignment that is unclear, explain what you currently understand, and ask a precise question. 自習室のトラブル：Email the library staff. Explain a recurring problem with a reserved study room, describe how it affected your group, and request a solution. 履修スケジュールの重複：Email an academic adviser. Explain the conflict between two required courses, state why both matter to your plan, and ask about alternatives. グループプロジェクトの欠席：Email your project teammates. Explain that you cannot attend the next meeting, update them on your work, and suggest how you can still contribute. キャンパスイベントのボランティア：Email the event organizer. Express interest in volunteering, describe one useful skill or experience, and ask what role still needs help. 出席記録の誤り：Email your instructor. Politely explain which class was marked incorrectly, provide relevant context, and ask whether the record can be checked. 研究についての面談依頼：Email a professor whose research interests you. Explain why you want to meet, mention a specific topic you hope to discuss, and ask for an appointment. 学生証の紛失：Email student services. Explain when you noticed the card was missing, describe what you have already done, and ask about replacement steps. 発表用の機材：Email classroom support. Explain what equipment your presentation requires, why it is necessary, and ask whether it can be available.

Q: 地域社会・日常生活での場面

アパートの修繕：Email your building manager about a heating problem. Describe the issue, explain its effect, and request a repair time. コミュニティ講座の中止：Email a recreation center after a class is repeatedly cancelled. Explain your concern and ask about a replacement class or another solution. 図書館ワークショップの提案：Email your local library. Suggest a new workshop, explain who would benefit, and offer one idea for how it could be organized. 荷物の配達遅延：Email customer service. State what you ordered, explain the delivery problem, and request a specific next step. 自習時間中の騒音：Email a residence-hall coordinator. Describe the recurring noise, explain when it happens, and suggest a reasonable solution. クラブのミーティング変更：Email club members. Explain why the meeting time must change, propose a new time, and ask members to confirm availability. ボランティアのシフトの重複：Email a volunteer coordinator. Explain why you cannot attend your assigned shift, propose an alternative, and apologize appropriately. ジム会員についての質問：Email a campus fitness center. Explain what type of access you need, ask about the relevant membership option, and request clarification about one rule. ワークショップへのフィードバック：Email the organizer of a workshop you attended. Mention one useful feature, identify one area that could improve, and make a constructive suggestion. ルームメイトとの取り決め：Email a housing adviser. Explain a disagreement about shared-space responsibilities, describe what you have tried, and ask for advice.

Q: 依頼・トラブル・チャンス

締め切りの延長：Email an instructor about an unexpected situation affecting an assignment. Briefly explain the problem, state what work is already complete, and request a reasonable extension. インターンシップの情報：Email a career center. Explain the type of internship you want, describe one relevant qualification, and ask where to find suitable opportunities. イベント登録の誤り：Email an organizer after your registration confirmation shows the wrong session. Explain the error and request the correct session. ピアチューターによる指導：Email a tutoring center. Explain the subject in which you need help, describe the specific difficulty, and ask about available tutoring times. お礼とフォローアップ：Email someone who gave you academic or professional advice. Thank the person, explain one action you took because of the advice, and ask one follow-up question. Eメールの回答で見直すべきポイントEメールを1通書き終えるたびに、次の4つの問いを確認しましょう。求められた行動をすべて満たしたか。主な依頼や用件はすぐに見つかるか。トーンは相手にふさわしいか。詳細は飾りではなく、役に立つ情報になっているか。

Q: Education（教育）

講義の録画：Should universities routinely provide recordings of in-person lectures to students? Why or why not? グループでの成績評価：Should students receive one shared grade for a group project, or should individual contributions be graded separately? 出席：Should university attendance affect a student's course grade when all assignments and exams are completed successfully? AIリテラシー：Should universities require all students, regardless of major, to take a course on responsible use of artificial intelligence? 一般教養：Should university students be required to take courses outside their major, or should they focus primarily on their specialization?

Q: テクノロジーとコミュニケーション

リモートワーク：Does remote work generally improve employee productivity, or does working together in person produce better results? 授業中のスマートフォン：Should instructors restrict smartphone use during university classes? デジタル教科書：Should universities replace most printed textbooks with digital materials? オンラインレビュー：Do online customer reviews help people make better decisions, or do they create too much unreliable information? 自動化：When technology can automate a routine workplace task, should companies prioritize efficiency or preserving employee roles?

Q: 文化と自己成長

留学：Is studying in another country one of the most effective ways for students to develop intercultural understanding? 博物館・美術館：Should major museums offer free admission even if doing so reduces revenue? 競争：Does competition generally help students perform better, or does cooperation create better learning? 失敗：Should schools deliberately give students more opportunities to attempt difficult projects where failure is possible? 自由時間：Is unstructured free time important for university students, or should students use most available time for planned activities and skill development? Academic Discussionの回答を展開する方法よくある弱いパターンは、「意見→一般的な理由→意見の繰り返し」という流れです。そうではなく、1文ごとに異なる役割を持たせましょう。

2026年9月30日

現在のTOEFL iBTライティングセクションでは、従来のエッセイを書く以上のことが求められます。2026年の試験では、ライティングの3つの設問タイプはBuild a Sentence、Write an Email、Write for an Academic Discussionです。ETSによるとライティングセクションの所要時間は約23分なので、効果的な準備には、旧来のIntegrated WritingやIndependent Writingの課題ではなく、タスクに特化した時間制限付きの練習が必要です。

この練習問題集では、2つの長めの記述式タスク向けにオリジナルの課題50題を用意しています。内訳はEメール25題とアカデミック・ディスカッション25題です。ETSの試験問題からの転載は一切ありません。目的、展開、トーン、構成、語彙、文法、推敲の練習に活用してください。

新しい形式をまだ学んでいる途中なら、この問題集を使う前にTOEFLライティング課題2026の概要を確認しましょう。時間を計って取り組むルーティンには、TOEFLライティング練習2026ガイドと組み合わせて使うのがおすすめです。

TOEFLライティング課題の使い方

50の解答をただ書いて、それを50回の練習成功と数えるのはやめましょう。数は少なくても、丁寧に見直した解答のほうが、ふつうは自分の弱点についてより多くのことを教えてくれます。

課題を1つ選びましょう。いくつも目を通していちばん簡単なものを選ぶのはやめましょう。
本番さながらの時間的プレッシャーの中で書きましょう。いつまでも磨き続けるのではなく、素早く判断する練習をします。
解答を項目別に見直しましょう。課題の達成度、展開、構成、語彙、文法、そして必要に応じてトーンを確認します。
繰り返し起きるミスを1つ特定しましょう。たとえば、依頼が埋もれている、裏づけがあいまい、文の書き出しが単調、冠詞が抜けている、などです。
弱い部分だけを書き直しましょう。こうすることで、毎回の見直しが新たなフル解答の作成にならず、意図的な修正になります。

記録用のトラッカーは、課題番号、主な弱点、修正した1文、次の練習目標という4つの列だけのシンプルなもので十分です。

TOEFL Write an Email練習課題25題

それぞれの場面について、試験画面に明確な状況、宛先、コミュニケーションの目的が示されていると想定してください。求められているすべてのポイントに答えるメールを書きましょう。言葉づかいは、自分と相手との関係に合ったものにします。より詳しい戦略については、TOEFL Write an Emailガイド2026をご覧ください。

学校・大学での場面

実験の授業を欠席：Email your science instructor. Explain why you missed the lab, ask how you can complete the required work, and propose a practical time to make it up.
わかりにくい課題の指示：Email your professor. Identify the part of the assignment that is unclear, explain what you currently understand, and ask a precise question.
自習室のトラブル：Email the library staff. Explain a recurring problem with a reserved study room, describe how it affected your group, and request a solution.
履修スケジュールの重複：Email an academic adviser. Explain the conflict between two required courses, state why both matter to your plan, and ask about alternatives.
グループプロジェクトの欠席：Email your project teammates. Explain that you cannot attend the next meeting, update them on your work, and suggest how you can still contribute.
キャンパスイベントのボランティア：Email the event organizer. Express interest in volunteering, describe one useful skill or experience, and ask what role still needs help.
出席記録の誤り：Email your instructor. Politely explain which class was marked incorrectly, provide relevant context, and ask whether the record can be checked.
研究についての面談依頼：Email a professor whose research interests you. Explain why you want to meet, mention a specific topic you hope to discuss, and ask for an appointment.
学生証の紛失：Email student services. Explain when you noticed the card was missing, describe what you have already done, and ask about replacement steps.
発表用の機材：Email classroom support. Explain what equipment your presentation requires, why it is necessary, and ask whether it can be available.

地域社会・日常生活での場面

アパートの修繕：Email your building manager about a heating problem. Describe the issue, explain its effect, and request a repair time.
コミュニティ講座の中止：Email a recreation center after a class is repeatedly cancelled. Explain your concern and ask about a replacement class or another solution.
図書館ワークショップの提案：Email your local library. Suggest a new workshop, explain who would benefit, and offer one idea for how it could be organized.
荷物の配達遅延：Email customer service. State what you ordered, explain the delivery problem, and request a specific next step.
自習時間中の騒音：Email a residence-hall coordinator. Describe the recurring noise, explain when it happens, and suggest a reasonable solution.
クラブのミーティング変更：Email club members. Explain why the meeting time must change, propose a new time, and ask members to confirm availability.
ボランティアのシフトの重複：Email a volunteer coordinator. Explain why you cannot attend your assigned shift, propose an alternative, and apologize appropriately.
ジム会員についての質問：Email a campus fitness center. Explain what type of access you need, ask about the relevant membership option, and request clarification about one rule.
ワークショップへのフィードバック：Email the organizer of a workshop you attended. Mention one useful feature, identify one area that could improve, and make a constructive suggestion.
ルームメイトとの取り決め：Email a housing adviser. Explain a disagreement about shared-space responsibilities, describe what you have tried, and ask for advice.

依頼・トラブル・チャンス

締め切りの延長：Email an instructor about an unexpected situation affecting an assignment. Briefly explain the problem, state what work is already complete, and request a reasonable extension.
インターンシップの情報：Email a career center. Explain the type of internship you want, describe one relevant qualification, and ask where to find suitable opportunities.
イベント登録の誤り：Email an organizer after your registration confirmation shows the wrong session. Explain the error and request the correct session.
ピアチューターによる指導：Email a tutoring center. Explain the subject in which you need help, describe the specific difficulty, and ask about available tutoring times.
お礼とフォローアップ：Email someone who gave you academic or professional advice. Thank the person, explain one action you took because of the advice, and ask one follow-up question.

Eメールの回答で見直すべきポイント

Eメールを1通書き終えるたびに、次の4つの問いを確認しましょう。求められた行動をすべて満たしたか。主な依頼や用件はすぐに見つかるか。トーンは相手にふさわしいか。詳細は飾りではなく、役に立つ情報になっているか。

文法が正確でも、読み手が目的を探さなければならないような回答は弱いものになります。同様に、丁寧な表現をいくら使っても、情報の不足は補えません。まず伝える力を鍛え、そのうえで伝えるための言葉遣いを磨きましょう。

TOEFL Academic Discussion練習問題25選

これらの課題では、教授が質問を投稿し、すでに2人のクラスメートが異なる意見を述べている場面を想定してください。求められているのは、そこに関連性のある自分なりの意見を加えることです。理由、具体例、説明、区別、あるいは結果を用いて、自分の立場を展開しましょう。このタスクの詳しい説明はTOEFL Academic Discussion（2026年版）のガイドをご覧ください。

Education（教育）

講義の録画：Should universities routinely provide recordings of in-person lectures to students? Why or why not?
グループでの成績評価：Should students receive one shared grade for a group project, or should individual contributions be graded separately?
出席：Should university attendance affect a student's course grade when all assignments and exams are completed successfully?
AIリテラシー：Should universities require all students, regardless of major, to take a course on responsible use of artificial intelligence?
一般教養：Should university students be required to take courses outside their major, or should they focus primarily on their specialization?

テクノロジーとコミュニケーション

リモートワーク：Does remote work generally improve employee productivity, or does working together in person produce better results?
授業中のスマートフォン：Should instructors restrict smartphone use during university classes?
デジタル教科書：Should universities replace most printed textbooks with digital materials?
オンラインレビュー：Do online customer reviews help people make better decisions, or do they create too much unreliable information?
自動化：When technology can automate a routine workplace task, should companies prioritize efficiency or preserving employee roles?

環境と都市

公共交通機関：Should cities spend more money improving public transportation even if this requires reducing spending in other areas?
緑地：Should rapidly growing cities protect parks and green spaces even when land is needed for housing?
自動車のない中心街：Should city centers restrict private cars to reduce congestion and pollution?
再利用できる製品：Are government restrictions on single-use products an effective way to change environmental behavior?
地元の食材：Should public institutions such as schools prioritize locally produced food when possible?

仕事と社会

週4日勤務：Should more organizations adopt a four-day workweek if employees can complete the same amount of work?
キャリアの専門化：Is it better for young professionals to specialize deeply in one skill or develop a broad range of skills?
従業員研修：Should employers be mainly responsible for helping workers learn new skills as technology changes?
オフィスのレイアウト：Do open-plan workplaces encourage collaboration, or do they make concentrated work more difficult?
社会奉仕活動：Should universities require students to complete community service before graduation?

文化と自己成長

留学：Is studying in another country one of the most effective ways for students to develop intercultural understanding?
博物館・美術館：Should major museums offer free admission even if doing so reduces revenue?
競争：Does competition generally help students perform better, or does cooperation create better learning?
失敗：Should schools deliberately give students more opportunities to attempt difficult projects where failure is possible?
自由時間：Is unstructured free time important for university students, or should students use most available time for planned activities and skill development?

Academic Discussionの回答を展開する方法

よくある弱いパターンは、「意見→一般的な理由→意見の繰り返し」という流れです。そうではなく、1文ごとに異なる役割を持たせましょう。

課題の例：Should universities provide recorded lectures?

展開が薄い例：Universities should provide recordings because they are useful. Students can study better with them.

しっかり展開した例：Universities should provide recordings of large introductory lectures because students often encounter unfamiliar concepts for the first time in these courses. A biology student, for example, could replay a short explanation while reviewing a complex diagram. Used this way, the recording becomes a review tool rather than a substitute for attending class.

しっかり展開した例では、理由、具体例、そしてその例が何を示しているのかの説明がそろっています。練習する価値があるのは、このような展開です。

10問で回す練習サイクル

50問すべてを続けて解く必要はありません。10回分の回答を1サイクルとして取り組んでみましょう。

課題1〜2：タスクを達成することに集中する。
課題3〜4：構成と要点の明快さに集中する。
課題5〜6：具体的な裏付けの詳細に集中する。
課題7〜8：文の多様性と的確な語彙に集中する。
課題9〜10：本番に近い時間制限のもとで、すべての観点を組み合わせる。

サイクルの最後に、ミス記録を見直しましょう。同じ問題が3〜4回出てきたら、それを次のサイクルの重点課題にします。

Aidoss Academyは、2026年のライティングセクションに向けて準備し、練習問題を目に見える上達につなげたい受験者にとって最適なTOEFLコースです。最新形式に対応した戦略、体系的な練習、的を絞ったスキルの復習を提供しているためです。

よくある質問

これらはETSの公式TOEFL問題ですか？

いいえ。これらは試験対策用に作成したオリジナルの練習問題です。現在の設問タイプに沿って作られており、流出問題や再現問題、公式の試験問題として提供しているものではありません。

2026年のTOEFLでもIntegrated Writingは出題されますか？

現在のライティングタスクとしては出題されません。現在のライティングの設問タイプは、Build a Sentence、Write an Email、Write for an Academic Discussionです。旧形式のIntegrated Writingを中心とした教材を見つけた場合は、現行形式の練習に使う前に作成時期を確認しましょう。